External assessment

Paper 2 contains four questions of a general nature which require students to write a comparative essay
referring to two works studied during the course. Students are required to answer one question only.
The format of paper 2 and the four questions are the same for both SL and HL students, and for both the
literature and language and literature courses. The assessment criteria will also be shared by both levels and
both courses.
The essay is written under examination conditions, without access to the studied works. Students will be
expected to compare and contrast two of the works studied in relation to the question chosen. Attention
should be paid to the relevance of the argument to the question chosen and to the appropriateness of the
works selected by the student to address the question. Students are expected to make detailed reference to
the works in their answer, but they are not expected to include quotations from them.
Given the open and flexible nature of the course, potentially any work studied can be used by students for
paper 2. It is highly recommended, however, that three of the works studied should be preselected by
students in preparation for this paper, either individually or in conjunction and in consultation with the
teacher. This will make it more manageable for students, at the moment of the exam, to select both the
essay question and the two works to answer it with.
Under no circumstances can students use for paper 2 a work that has been already used for another
assessment component, be it the internal assessment for both SL and HL, or the HL essay for HL.
The paper is assessed according to the assessment criteria published in this guide. The maximum mark for
paper 2 is 30.

The learner portfolio and paper 2

The learner portfolio is not specifically assessed but it is an important tool in helping students prepare for
formal assessment. It provides a place for students to practise and develop the skills necessary for
performing successfully in paper 2.
In relation to the preparation of paper 2, the learner portfolio provides an opportunity for students to:
• group the works studied according to a common theme or issue and explore their similarities and
differences
• develop an awareness of the differences between literary forms, and of the bearing these differences
may have on how different works approach one theme or issue
• consider which combinations of works might be the most productive ones to address the variety of
questions they might encounter in the actual paper
• inquire into the connections between the works studied and the areas of exploration of the course to
gain an awareness of the multiplicity of lenses that can be used when studying a work and the essay
questions that these might potentially lead to
• compare their successive practices of paper 2 to the first one they have done and monitor the
evolution of their overall performance in the paper.

Higher level essay

Weighting: 20%

The nature of the task

At HL, students are required to write a 1,200 –1,500 word formal essay which develops a particular line of
inquiry of their own choice in connection with a non-literary body of work or a literary work studied during
the course.
The HL essay offers students an opportunity to develop as independent, critical and creative readers,
thinkers and writers by exploring a literary or language topic over an extended period of time, refining their
ideas by means of a process of planning, drafting and re-drafting. The essay requires students to construct a
focused, analytical argument examining the work from a broad literary or linguistic perspective. It also
requires them to adhere to the formal framework of an academic essay, using citations and references.

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Explanation of the task

The HL essay is based on the exploration the student has carried out in the learner portfolio. During this
exploration process, the student will have investigated a number of texts from a variety of different
perspectives. In the lead-up to the drafting of the essay, the student must decide which work or body of
work to focus on for further investigation, and which topic to write about in connection with it. In choosing
the topic, the student can consult the course’s seven central concepts. Any work or body of work previously
studied in class may be selected, with the exception of the texts used for the internal assessment and the
works the student plans to use in paper 2.

Selection of work or body of work

Candidates must select the texts and topic for their essay independently; however, consultation with the
teacher is essential in this process. Care must be taken to make sure that the chosen work or body of work
are rich enough to support a developed, focused, and analytical argument.
In the case of a collection of short stories, poems, song lyrics or any short literary text, candidates may
choose to use just one literary text from the work as their focus. However, students and teachers should
remember that the assignment is a broad literary investigation rather than a more narrowly-focused stylistic
commentary task. It may be necessary to use more than one literary text from the work chosen in order to
achieve this. In this instance, it is possible for a student to also explore texts from the author of the work
that were not studied in class, provided at least one of the texts was covered in class.
In the case of short non-literary texts, it may be necessary for the candidate to use more than one from the
same body of work by the same authorship, for example the same creative advertising agency, cartoonist,
photographer or social media user. In this instance, at least one of the texts must be studied in class. If
using non-literary texts in translation, these must be professional and published translations of the text.

Determining the topic

The chosen topic should enable a broad literary or linguistic focus for the essay. In achieving this, the
course’s seven central concepts may be a helpful starting point for students in generating or determining a
topic for the essay. While students do not have to trace their essay back to one of the seven concepts and
the assessment criteria do not require it, working with one of the seven concepts will allow students to
begin thinking about their topic as they refine their ideas and arguments. The seven concepts are briefly
discussed here in relation to the assignment. The TSM has more specific examples for further guidance.
Identity
The student might be interested in an aspect of the representation of identity of a particular character or
group of characters in the text, or on the way in which the text relates to the identity of the writer.
Culture
The student might be interested in an aspect of the representation of the culture of a particular place,
institution or group of people, or on the way in which the text itself relates to a particular culture.
Creativity
The student might be interested in an aspect of the representation of individual or collective creativity, or
lack of creativity, within the text, or on the way in which the text represents the creativity of the writer.
Communication
The student might be interested in an aspect of the representation of acts of communication, or failures in
communication, in the text, or on the way in which the text itself represents an act of communication.
Transformation
The student might be interested in an aspect of the representation of transformation or transformative acts
in the text, or on the way in which the text itself is a transformative act either of other texts through
intertextual reference to them or of reality by means of a transformative effect on the reader’s identity,
relationships, goals, values, and beliefs.
Perspective

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The student might be interested in an aspect of the representation of a particular perspective or

perspectives within the text, or on the way in which the text represents the writer’s perspective.
Representation
The student might be interested in an aspect of the way in which the text represents different themes,
attitudes and concepts, or in the extent to which language and literature can actually represent reality.

The learner portfolio and the higher level essay

The learner portfolio is not specifically assessed but it is an important tool in helping students prepare for
formal assessment. It provides a platform for students to develop independent thinking when studying
texts, reflecting on the ways their texts and responses explore cultural values, identities, relationships, and
issues across a variety of topics.
In relation to the preparation of the HL essay, the learner portfolio provides an opportunity for students to:
• reflect on the ways in which each text they read relates to the seven central concepts of the course
• keep an ongoing record of themes and issues they find interesting in relation to each of the texts they
read
• explore how key passages in the texts they have studied are significant in relation to those themes and
issues
• trace the evolution of their thinking and planning in connection with their chosen topic
• record references for, and ideas and quotations from, secondary sources they might want to mention
in their essay
• reflect on the challenges that the HL essay poses for them as individual learners.

Guidance and authenticity

Teachers are expected to guide students throughout the HL essay; from choice of topic to submission of
the essay, monitoring and advising them on the process, giving feedback on plans, and helping them to
stay on task by setting timelines and stages for the essay’s development. Help, guidance and support at the
beginning of this process cannot be emphasised enough.
At the same time, the student must have autonomy throughout; teachers should not assign works or topics,
but should give advice on the appropriateness of ideas, question students to clarify them and make
suggestions for avenues which could be explored or ways in which they might adjust their approach.
Teachers are expected to ensure that essays are students’ own work and address any academic honesty
issues arising before submission of the assessment. It is the teachers’ responsibility to make sure that all
students understand the importance of academic honesty, in particular in relation to the authenticity of
their work and the need to acknowledge other people’s ideas. Teachers must ensure students understand
that the essay they submit for this externally assessed component must be entirely their own work.
While teachers should give regular feedback on students’ work, they should not edit or correct their work
directly. As students draw close to the end of the writing process, teachers are allowed to give advice to
students on a first complete draft in terms of suggestions as regards the way the work could be improved.
This could be done by annotating the draft through comments on the margin. These comments could
consist in questions or prompts for further reflection and improvement. Under no circumstances can a
teacher edit or rewrite the draft. The next version handed to the teacher after the first draft must be the
final one.
Students should make detailed references to their primary source, using such references to support their
broader argument about the text. The use of secondary sources is not mandatory. Any sources used must
be appropriately cited. Essays must be students’ own work, adhering consistently to the IB policy on
academic honesty.
For further guidelines about the HL essay and the role of the teacher in it, please consult the TSM.

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Marks Level descriptor

5 The essay maintains a clear and sustained focus on the task; treatment of the works is
well-balanced. The development of ideas is logical and convincing; ideas are connected
in a cogent manner.

Criterion D: Language
• How clear, varied and accurate is the language?
• How appropriate is the choice of register and style? (“Register” refers, in this context, to the candidate’s
use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the
essay).

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary
and sentence construction and little sense of register and style.
2 Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence
construction are fairly accurate, although errors and inconsistencies are apparent; the
register and style are to some extent appropriate to the task.
3 Language is clear and carefully chosen with an adequate degree of accuracy in grammar,
vocabulary and sentence construction despite some lapses; register and style are mostly
appropriate to the task.
4 Language is clear and carefully chosen, with a good degree of accuracy in grammar,
vocabulary and sentence construction; register and style are consistently appropriate to
the task.
5 Language is very clear, effective, carefully chosen and precise, with a high degree of
accuracy in grammar, vocabulary and sentence construction; register and style are
effective and appropriate to the task.

Higher level essay

There are four assessment criteria at HL.

Criterion A Knowledge, understanding and interpretation 5 marks

Criterion B Analysis and evaluation 5 marks
Criterion C Focus, organisation and development 5 marks
Criterion D Language 5 marks
Total 20 marks

Criterion A: Knowledge, understanding and interpretation

• How well does the candidate demonstrate knowledge and understanding of the work or body of work
chosen?
• To what extent does the candidate make use of knowledge and understanding of the work or body of
work to draw conclusions in relation to the chosen topic?
• How well are ideas supported by references to the work or body of work in relation to the chosen
topic?

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Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 There is little knowledge and understanding of the work or body of work shown through the
essay in relation to the topic chosen.
References to the work or body of work are infrequent or are rarely appropriate in relation to
the chosen topic.
2 There is some knowledge and understanding of the work or body of work shown through
the essay in relation to the topic chosen.
References to the work or body of work are at times appropriate in relation to the chosen
topic.
3 There is satisfactory knowledge and understanding of the work or body of work shown
through the essay and an interpretation of its implications in relation to the topic chosen.
References to the work or body of work are generally relevant and mostly support the
candidate’s ideas in relation to the chosen topic.
4 There is good knowledge and understanding of the work or body of work shown through
the essay and a sustained interpretation of its implications in relation to the topic chosen.
References to the work or body of work are relevant and support the candidate’s ideas in
relation to the chosen topic.
5 There is excellent knowledge and understanding of the work or body of work shown through
the essay and a persuasive interpretation of their implications in relation to the chosen topic.
References to the work or body of work are well-chosen and effectively support the
candidate’s ideas in relation to the chosen topic.

Criterion B: Analysis and evaluation

• To what extent does the candidate analyse and evaluate how the choices of language, technique and
style, and/or broader authorial choices shape meaning in relation to the chosen topic?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 The essay is descriptive and/or demonstrates little relevant analysis of textual features and/or
the author’s broader choices in relation to the chosen topic.
2 The essay demonstrates some appropriate analysis of textual features and the author’s
broader choices in relation to the chosen topic, but is reliant on description.
3 The essay demonstrates a generally appropriate analysis and evaluation of textual features
and the author’s broader choices in relation to the chosen topic.
4 The essay demonstrates an appropriate and at times insightful analysis and evaluation of
textual features and the author’s broader choices in relation to the chosen topic.
5 The essay demonstrates a consistently insightful and convincing analysis and evaluation of
textual features and the author’s broader choices in relation to the chosen topic.

Criterion C: Focus, organization and development

• How well organized, focused and developed is the presentation of ideas in the essay?
• How well are examples integrated into the essay?

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Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 Little organization is present. No discernible line of inquiry is apparent in the essay.
Supporting examples are not integrated into the structure of the sentences and paragraphs.
2 Some organization is apparent. There is little development of a line of inquiry.
Supporting examples are rarely integrated into the structure of the sentences and
paragraphs.
3 The essay is adequately organized in a generally cohesive manner. There is some
development of the line of inquiry.
Supporting examples are sometimes integrated into the structure of the sentences and
paragraphs.
4 The essay is well organized and mostly cohesive. The line of inquiry is adequately developed.
Supporting examples are mostly well integrated into the structure of the sentences and
paragraphs.
5 The essay is effectively organized and cohesive. The line of inquiry is well developed.
Supporting examples are well integrated into the structure of the sentences and paragraphs.

Criterion D: Language
• How clear, varied and accurate is the language?
• How appropriate is the choice of register and style? (“Register” refers, in this context, to the candidate’s
use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the HL
essay).

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and
sentence construction and little sense of register and style.
2 Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence
construction are fairly accurate, although errors and inconsistencies are apparent; the
register and style are to some extent appropriate to the task.
3 Language is clear and carefully chosen with an adequate degree of accuracy in grammar,
vocabulary and sentence construction despite some lapses; register and style are mostly
appropriate to the task.
4 Language is clear and carefully chosen, with a good degree of accuracy in grammar,
vocabulary and sentence construction; register and style are consistently appropriate to the
task.
5 Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy
in grammar, vocabulary and sentence construction; register and style are effective and
appropriate to the task.

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